Chapter 10: Coaching

and Performance Managemen

t Sana Hanif
MS-II
Numl-F23-33415
.Definitions of Coaching

 No single accepted definition

 It is a process of treating employees as a partner in achieving both personal
and organizational goals.
 A mutual discussion leading to improved performance and positive
relationships
 A process to encourage employees to:
– Accept responsibility for their actions
– Achieve and sustain superior performance
– Work as partners in achieving organizational goals and effectiveness
The Need for Coaching

 Workplace coaching ensures employees gain Career and professional

development and satisfaction.
 In return, it helps to retain the most valued employees.
 Coaching employees to performance rather than managing them, makes them
more committed to their work.
 Sometimes the only time the supervisor talks to a worker is when there is a
problem.
Coaching
and Performance Management
 Performance appraisal
 a standardized rating form that is used to evaluate various aspects of
employee performance annually.
 • Performance management : goes beyond annual appraisal ratings and
interviews and incorporates planning, employee goal setting, coaching,
rewards, individual development
 Performance management focuses on an ongoing process of performance
improvement, rather than primarily emphasizing an annual performance
review
Supervisor’s Role in Coaching

 A supervisor:
 Should be motivated to see the work group succeed
 Can use all information on hand
 Has opportunity to coach and counsel
 Has authority to carry out coaching
 Is responsible for unit’s effectiveness
HRD Professional’s Coaching Role

 HRD professionals can help managers and supervisors become effective

coaches by providing
 training for coaches
 training to correct performance problems
 organizational development support
 Coaching is an HRD intervention
Coaching to Improve Poor Performance

 Defining poor performance

-Responding to poor performance
 Conducting a coaching analysis
 Using the coaching discussion
 Defining Poor Performance
 Definition: “Specific, agreed upon deviations from expected behavior.”
 First, to be considered poor, the extent of a deviation from a performance
standard must be specifically defined.
 Second, both the evaluator and the performer should agree to the amount of
deviation that constitutes poor performance
 Performance must be evaluated against some standard or expected level of
performance
 Standards and expected levels of performance must be known by the supervisor
and the worker.
 Types of Standards
 Absolute – Same scale or standard is applied to all subordinates
 Relative – Performance is evaluated relative to the performance of others
Deviant Workplace Behavior

 “voluntary behavior that violates significant organizational norms, and in

doing so threatens the well-being of an organization, its members, or both.
 Production deviance
 – Working slowly, leaving early
 Property deviance – Sabotage, lying about hours worked
 Political deviance – Showing favoritism, gossiping
 Personal aggression – Harassment, abuse, stealing, etc.
Responding to Poor Performance

 Causal Attribution Theory

 –people assign causes to their own and others’ behavior.
 – Different actions are likely based on internal versus external attributions
 Fundamental Attribution Error
 This error is the human tendency to over attribute a behavior to a cause
within a person (e.g., effort or ability) rather than to a situation (e.g., task
difficulty or luck).
 – Assumes or attributes behavior comes from a cause within a person
 – Supervisor may overlook other causes
Coaching Analysis

 The process of analyzing the factors that contribute to unsatisfactory

performance
 Deciding on the appropriate response to improve performance
Steps in Conducting Coaching Analysis

1. Identify the unsatisfactory employee performance.

2. 2. Is it worth your time and effort to address?
3. 3. Do subordinates know that their performance is not satisfactory?
4. 4. Do subordinates know what is supposed to be done?
5. 5. Are there obstacles beyond the employee’s control?
6. 6. Does the subordinate know how to do what must be done?
7. 7. Does a negative consequence follow effective performance?
8. 8. Does a positive consequence follow nonperformance?
9. 9. Could the subordinate do it if he or she wanted to?
Steps to Follow in Conducting a
Coaching Analysis
1. Identify the unsatisfactory performance
• Decide if it’s worth YOUR time and effort
• Find out if the worker knows that their work is not satisfactory • Does the worker
know what is to be done?
2 • Are there obstacles beyond the worker’s control?
• Does worker know HOW to do the job?
• Does a negative consequence follow effective performance?
3 • Does a positive consequence follow nonperformance?
• Can the worker do the job if he/she wants to?
• Can the job or task be modified?
• What if the problem persists?
 The Coaching Discussion
 designed to help an employee perform effectively.
 Kinlaw’s Approach: –
 Confronting or presenting
– Using reactions to develop information
– Resolving or resolution
 The Fournies Approach: –
 Get agreement with worker that a problem exists
– Mutually discuss alternative solutions to the problem
– Mutually agree on actions to be taken
– Follow-up to measure results
– Recognize achievement when it happens
What if Coaching Fails?

 Transfer the employee to work that the employee can do

• Terminate for substandard performance
• Have adequate documentation of coaching efforts to support termination!
 Maintaining Effective Performance and Encouraging Superior Performance
 Must reward good performance
 Use: –
 Goal Setting
– Job redesign
– Worker participation
– Job ownership
Manager-Coach Responsibilities

 Provide evaluation
 – Self-evaluation can be difficult
 – People often focus on their weaknesses
 • Manager-coach can: –
- see the big picture
– make suggestions for improvement
– reinforce company values
Skills Needed for Effective Coaching
 Communication skills
 • Interpersonal skills
 Communication Skills
 Speaking
 Active listening
 Writing Skills
 Acceptable grammar and spelling
 Clear and concise style
 • Example: Facts, Discussion, Recommendation (FDR)
 Speaking Skills
 Specific and descriptive
 • Focused on the issue at hand
 • Polite and respectful
 • Focused on the problem, not the person
 • Objective, not based on feelings
Active Listening

 More than, “I hear you”

 • Must listen for what the other person is trying to say
 • Specific techniques are needed
 • It is NOT easy!
How to Listen Actively

 Mirror back what the individual says: –

 “So you think that you are doing the right thing. Is there more?”
 • Paraphrase and summarize: –
 “So you feel you are doing the job the way you were taught to do it, and that
any quality errors are not your fault. Is that right? Is there more?”
 Use open-ended questions to get information: –
 Can’t be answered with simple yes or no
 Use closed questions to get a yes or no answer
Interpersonal Skills

 Show respect for the individual • Focus on the present and future – Not on
the past! • Be objective • Plan ahead
 Affirm the efforts of others
 • Be consistent
 • Build trust
 • Demonstrate commitment to and respect for others
 • Integrity, Integrity, Integrity!!
Effectiveness of Coaching

 Hard to measure objectively

 • Can be measured in many ways
 • Some coaches ARE better than others
 • Others need to keep working to improve their coaching skills; good coaching
skills can be learned
Performance Appraisal Interview

 Major source of employee feedback

 • Gives employee the chance for feedback and participation in the process
 • Allows the coach to affirm his/her support
 • Provides opportunity for constructive criticism
– both ways
– Focus on the problem, not the “personality”
 • Time to mutually set next period’s goals and objectives
 • Provides mutually understood basis for improvement
Organizational Support

 Organization needs to support their coaching and performance management

efforts
 • Takes time, training, and money
 • Needs to be part of the corporate culture
 • Needs to be linked to compensation, rewards, and promotion systems
Coaching in a Nutshell

 • Worker participates in discussions

 • Worker helps set goals for improvement
 • Feedback is specific and behavioral
 • Coaches are supportive and helpful
 • Supervisor needs to know the worker’s job
 • Coaches need support and training
 Summary
 Managers must ensure effective employee performance
 • Positive coaching provides a great opportunity for individual improvement
 • Allows worker to:
– accept responsibility
– achieve superior performance
– work towards organizational goals
 Good coaches needs:
– Effective communication skills
– Effective interpersonal skills
– Integrity
– Effective performance appraisal skills
 • Is it any wonder that good coaches can be hard to find?